grade 8 & 9 mechanical technology

1

Curriculum and Assessment Policy Statement

Grade 8 & 9

MECHANICAL TECHNOLOGY:

CONTENT

SECTION 1:

1.1 Background

1.2 Overview

1.3 General aims of the South African Curriculum

1.4 Time allocation

1.4.1 Foundation Phase

1.4.2 Intermediate Phase

1.4.3 Senior Phase

1.4 .4 Grades 10-12

SECTION 2: INTRODUCTION TO MECHANICAL TECHNOLOGY

2.1 What is Mechanical Technology?

2.2 Specific Aims

2.3 Requirements for Mechanical Technology as a subject

2.3.1 Subject offering for Mechanical Technology

2.3.2 Resources:

2.3.2.1 Human Resources

2.3.2.2 Physical Resources

2.3.2.2 Infrastructure

2.3.2.3 Sustainable Support

2.4 Career Opportunities

SECTION 3:

3.1 Content Outline for Mechanical Technology

3.1.1 Mechanical Technology Grade 8

3.1.2 Mechanical Technology Grade 9

SECTION 4: ASSESSMENT IN MECHANICAL TECHNOLOGY

4.1 Introduction

4.2 Assessment Principles

4.3 Managing Assessment

4.4 Moderation of Assessment

4.5 General

SECTION 1:

1.1 BACKGROUND

The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and

assessment in the schooling sector.

To improve implementation, the National Curriculum Statement was amended, with the amendments

coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy

document was developed for each subject to replace Subject statements, Learning Programme

Guidelines and Subject Assessment Guidelines in Grades R-12.

1.2 OVERVIEW

(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement

for learning and teaching in South African schools and comprises the following:

(i) Curriculum and Assessment Policy Statements for each approved school subject;

(ii) The policy document, National policy pertaining to the programme and promotion

requirements of the National Curriculum Statement Grades R-12; and

(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).

(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current

national curricula statements, namely the

(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of

31 May 2002, and

(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6

October 2003 and No. 27594 of 17 May 2005.

(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the

following policy documents which will be incrementally repealed by the National Curriculum

Statement Grades R-12 (January 2012) during the period 2012-2014:

(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject

Assessment Guidelines for Grades R-9 and Grades 10-12;

(ii) The policy document, National Policy on assessment and qualifications for schools in the

General Education and Training Band, promulgated in Government Notice No. 124 in

Government Gazette No. 29626 of 12 February 2007;

(iii) The policy document, the National Senior Certificate: A qualification at Level 4 on the

National Qualifications Framework (NQF), promulgated in Government Gazette

No.27819 of 20 July 2005;

(iv) The policy document, An addendum to the policy document, the National Senior

Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),

regarding learners with special needs, published in Government Gazette, No.29466 of

11 December 2006, is incorporated in the policy document, National policy pertaining to

the programme and promotion requirements of the National Curriculum Statement

Grades R-12; and

(v) The policy document, An addendum to the policy document, the National Senior

Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),

regarding the National Protocol for Assessment (Grades R-12), promulgated in

Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.

(d) The policy document, National policy pertaining to the programme and promotion requirements

of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and

Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms

and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of

section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the

Minister of Basic Education to determine minimum outcomes and standards, as well as the

processes and procedures for the assessment of learner achievement to be applicable to public

and independent schools.

1.3 GENERAL AIMS OF THE SOUTH AFRICAN CURRICULUM

(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and

values worth learning in South African schools. This curriculum aims to ensure that children

acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this

regard, the curriculum promotes knowledge in local contexts, while being sensitive to global

imperatives.

(b) The National Curriculum Statement Grades R-12 serves the purposes of:

equipping learners, irrespective of their socio-economic background, race, gender, physical

ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment,

and meaningful participation in society as citizens of a free country;

providing access to higher education;

facilitating the transition of learners from education institutions to the workplace; and

providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R-12 is based on the following principles:

• Social transformation: ensuring that the educational imbalances of the past are redressed,

and that equal educational opportunities are provided for all sections of the population;

• Active and critical learning: encouraging an active and critical approach to learning, rather

than rote and uncritical learning of given truths;

• High knowledge and high skills: the minimum standards of knowledge and skills to be

achieved at each grade are specified and set high, achievable standards in all subjects;

• Progression: content and context of each grade shows progression from simple to complex;

• Human rights, inclusivity, environmental and social justice: infusing the principles and

practices of social and environmental justice and human rights as defined in the Constitution of the

Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive to issues of

diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this

country as important contributors to nurturing the values contained in the Constitution; and

• Credibility, quality and efficiency: providing an education that is comparable in quality,

breadth and depth to those of other countries.

(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:

• identify and solve problems and make decisions using critical and creative thinking;

• work effectively as individuals and with others as members of a team;

• organise and manage themselves and their activities responsibly and effectively;

• collect, analyse, organise and critically evaluate information;

• communicate effectively using visual, symbolic and/or language skills in various modes;

• use science and technology effectively and critically showing responsibility towards the

environment and the health of others; and

• demonstrate an understanding of the world as a set of related systems by recognising that

problem solving contexts do not exist in isolation.

(e) Inclusivity should become a central part of the organisation, planning and teaching at each

school. This can only happen` if all teachers have a sound understanding of how to recognise

and address barriers to learning, and how to plan for diversity.

The key to managing inclusivity is ensuring that barriers are identified and addressed by all the

relevant support structures within the school community, including teachers, District-Based

Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource

Centres. To address barriers in the classroom, teachers should use various curriculum

differentiation strategies such as those included in the Department of Basic Education’s

Guidelines for Inclusive Teaching and Learning (2010).

1.4 TIME ALLOCATION

1.4.1 Foundation Phase

(a) The instructional time in the Foundation Phase is as follows:

SUBJECT GRADE R

(HOURS)

GRDES 1-2

(HOURS)

GRADE 3

(HOURS)

Home Language 10 8/7 8/7

First Additional Language 2/3 3/4

Mathematics 7 7 7

Life Skills

Beginning Knowledge

Creative Arts

Physical Education

Personal and Social Well-being

6

(1)

(2)

(2)

(1)

6

(1)

(2)

(2)

(1)

7

(2)

(2)

(2)

(1)

TOTAL 23 23 25

(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.

(c) Ten hours are allocated for languages in Grades R-2 and 11 hours in Grade 3. A maximum of 8

hours and a minimum of 7 hours are allocated for Home Language and a minimum of 2 hours

and a maximum of 3 hours for Additional Language in Grades 1-2. In Grade 3 a maximum of 8

hours and a minimum of 7 hours are allocated for Home Language and a minimum of 3 hours

and a maximum of 4 hours for First Additional Language.

(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated

by the hours in brackets for Grade 3

1.4.2 Intermediate Phase

(a) The instructional time in the Intermediate Phase is as follows:

SUBJECT HOURS

Home Language 6

First Additional Language 5

Mathematics 6

Natural Sciences and Technology 3,5

Social Sciences 3

Life Skills

Creative Arts

Physical Education

Personal and Social Well-being

4

(1,5)

(1)

(1,5)

TOTAL 27,5

1.4.3 Senior Phase

(a) The instructional time in the Senior Phase is as follows:

SUBJECT HOURS

Home Language 5

First Additional Language 4

Mathematics 4,5

Natural Sciences 3

Social Sciences 3

Technology 2

Economic Management Sciences 2

Life Orientation 2

Creative Arts 2

A maximum of two subjects can be selected

from the list of thirteen Elective Occupational

subjects to replace any two of the following:

Technology, Creative Arts and/or Economic

and Management Sciences. The

instructional time for these subjects is 2

hours each.

TOTAL 27,5

Elective Occupational Subjects (Not more than 2)

1. Agricultural Studies Time Allocation per week: 2

hours each 2. Art and Design

3. Digital Technology

4. Early Childhood Development

5. Mechanical Technology

6. Mechanical Technology

7. Civil Technology

8. Hairdressing, Nail and Beauty Technology

9. Ancillary Health Care Studies

10. Services: Maintenance and Upholstery

11. Consumer Studies

12. Hospitality Studies

13. Wholesale and Retail Studies

Grades 10-12

(a) The instructional time in Grades 10-12 is as follows:

SUBJECT Time allocation per week

(hours)

Home Language 4,5

First Additional Language 4,5

Mathematics 4,5

Life Orientation 2

A minimum of any three subjects selected from Group

B

Annexure B, Tables B1-B8 of the policy document,

National policy pertaining to the programme and

promotion requirements of the National Curriculum

Statement Grades R-12, subject to the provisos

stipulated in paragraph 28 of the said policy document.

12 (3x4h)

27,5

The allocated time per week may be utilised only for the minimum required NCS subjects as

specified above, and may not be used for any additional subjects added to the list of minimum

subjects. Should a learner wish to offer additional subjects, additional time must be allocated for

the offering of these subjects.

SECTION 2:

INTRODUCTION TO MECHANICAL TECHNOLOGY

2.1 What is Mechanical Technology?

Mechanical Technology focuses on concepts and principles in the Mechanical (motor, mining,

shipping, rail, power-generation etc.) environment and on technological processes. It embraces

practical skills and the application of scientific principles. This subject aims to create and improve the

engineering and manufacturing environment to enhance the quality of life of both the individual and

society alike, and ensure the sustainable use of the natural environment and resources.

It consists of the following subjects; Manufacturing (Fitting & Machining) Motor Mechanics,

Welding and Body Works.

Embedded in this subject are the following disciplines:

Motor Mechanics: encompassing petrol and diesel driven vehicles, motor cycles, lawnmowers and

tractor mechanics;

Manufacturing: includes turning, milling, cutting, shaping, fitting of keys, couplings, bushes, shafts

and bearings;

Welding: includes welding (gas, electric, MIG/MAGS), developments, working with sheet metal and

the manufacturing of structures.

Body works: which includes Panel Beating and Spray Painting of vehicles and motor cycles.

The foundations of Mechanical Technology

During the activities, the learner engages in investigating, diagnosing, adjusting, removing,

replacing, designing, manufacturing and applying the necessary skills to provide solutions to

problems in Mechanical systems, processes and components. Mechanical Technology is however

not limited to these processes.

It affords learners with opportunities for life-long learning, self-development, empowerment,

awareness of human rights, and exposure to socio-economic and environmental injustices, access

to latest international trends and innovations, and an awareness of the process of globalisation.

Valuing indigenous knowledge systems, it acknowledges the rich history and heritage of this country

as important contributors to nurturing the values contained in the Constitution.

Apply solutions – vocational specific learning

This learning describes a core set of skills that can be developed through projects, simulations and

real-life applications that are needs driven and sensitive to environmental impact. An integrating

approach, to structure projects that develop the learner’s skills, knowledge, values and attitudes in

a holistic way, should be adopted.

• Repair / Make / Maintenance:

This aspect provides the opportunity for the learner to use tools, equipment and materials to solve /

for monitoring the identified problems, needs or opportunities. The making should be according to

the specific design or the manufacturer’s specifications. Repairs include the removal of defective

parts and the replacement of fixed or new parts. All work must always be undertaken in a safe and

healthy environment. The necessary safety measures and precautions against injuries should be

applied with due consideration to HIV /AIDS.

• Evaluate:

The learner has to evaluate products, actions, decisions and results throughout the process, and

where necessary changes or improvements should be recommended and implemented. Evaluation

should be done against the applicable criteria that may be given or developed. This stage requires

the use of probing questions, fair testing and analysis.

• Communicate:

The assessment evidence of the process followed in any project is: the ability to analyse, investigate,

plan, design, draw, report, evaluate and communicate. All reports, designs, assessment forms and

assessment records should be kept in a Portfolio file.

Career Pathways: The curriculum is designed to incorporate the career fields of Manufacturing,

Motor Mechanics, Welding and Body Works.

Elements of entrepreneurship have been included to provide learners with the ability to identify

business opportunities in the engineering industry.

2.1.1 Manufacturing

Also known as Fitting and Machining or Turning, focuses on the manufacturing and machining of

machines parts using processes such as lathe turning, milling, cutting, shaping, fitting of keys,

couplings, bushes, shafts and bearings. Turning is a machining process in which a cutting tool,

typically a non-rotary tool bit, moves more or less linearly while the work piece rotates. Turning can

be done manually, in a traditional form of lathe, or by using an automated lathe. Today the most

common type of such automation is computer numerical control, better known as CNC. (CNC is also

commonly used with many other types of machining besides turning.)

When turning, a piece of relatively rigid material is rotated and a cutting tool is traversed along axes

of motion to produce precise diameters and depths. Turning can be either on the outside of the

cylinder or on the inside (also known as boring) to produce tubular components of various

geometries.

The turning processes are typically carried out on a lathe, considered to be the oldest machine tools,

and can be of four different types, namely straight turning, taper turning, profiling or external

grooving. These types of turning processes can produce various shapes of materials such as

straight, conical, curved or grooved work pieces. In general, turning uses simple, single-point cutting

tools. Each group of work piece materials have an optimum set of tool angles which have been

developed through the years.

Milling operates on the principle of rotary motion. A milling cutter is spun about an axis while a work

piece is advanced through it in such a way that the cutters are able to shave chips of material. This

non-continuous cutting operation means that no surface cut by a milling machine will ever be

completely smooth; at a very close level (microscopic for very fine feed rates), it will always contain

regular ridges.

2.1.2 Motor Mechanics

Encompassing petrol and diesel driven vehicles, motor cycles, lawnmowers, generators and tractor

mechanics.

The automotive industry is a term that covers a wide range of companies and organisations involved

in the design, development, manufacture, repair marketing, aftermarket products and selling of motor

vehicles, motorcycles, mopeds and recovery and repair of damaged and stolen vehicles. It is one of

the world's most important economic sectors by revenue.

Modern automotive engineering, along with aerospace engineering and marine engineering, is a

branch of vehicle engineering, incorporating elements of Mechanical, MECHANICAL, electronic,

software and safety engineering as applied to the design, manufacture and operation of motorcycles,

automobiles, buses and trucks and their respective engineering subsystems. This includes entities

such as:

Safety Engineering, Fuel Economy/Emissions, Vehicle Dynamics (ride, handling, steering, braking,

comfort and traction), Design of the chassis systems of suspension (steering, braking, structure

(frame), wheels and tires, and traction control); Vehicle Electronics (responsible for operational

controls such as the throttle, brake and steering controls; as well as many comfort and convenience

systems such as the HVAC, infotainment and lighting systems. It would not be possible for

automobiles to meet modern safety and fuel economy requirements without electronic controls); Shift

Quality (as influenced by the powertrain (engine, transmission), and the vehicle (driveline,

suspension, engine and powertrain mounts, etc.); Drivability (cold starts and stalls, RPM dips, idle

response, launch hesitations and stumbles, and performance levels).

2.1.3 Welding

Includes welding (gas, electric, MIG/MAGS), developments, working with sheet metal and the

manufacturing of structures.

Welding is a fabrication or sculptural process that joins materials, usually metals or thermoplastics,

by causing coalescence. This is often done by melting the work pieces and adding a filler material

to form a pool of molten material (the weld pool) that cools to become a strong joint, with pressure

sometimes used in conjunction with heat, or by itself, to produce the weld. This is in contrast with

soldering and brazing, which involve melting a lower-melting-point material between the work pieces

to form a bond between them, without melting the work pieces.

Many different energy sources can be used for welding, including a gas flame, an electric arc, a

laser, an electron beam, friction and ultrasound. While often an industrial process, welding may be

performed in many different environments, including open air, under water and in outer space.

Welding is a potentially hazardous undertaking and precautions are required to avoid burns, electric

shock, vision damage, inhalation of poisonous gases and fumes, and exposure to intense ultraviolet

radiation.

Modern welding techniques include manual methods like shielded metal arc welding, now one of the

most popular welding methods, as well as semi-automatic and automatic processes such as gas

metal arc welding, submerged arc welding, flux-cored arc welding and electro-slag welding.

Developments continued with the invention of laser beam welding, electron beam welding,

electromagnetic pulse welding and friction stir welding in the latter half of the century. Robot welding

is commonplace in industrial settings, and researchers continue to develop new welding methods

and gain greater understanding of weld quality.

Metalworking is the process of working with metals to create individual parts, assemblies, or large-

scale structures. The term covers a wide range of work from large ships and bridges to precise

engine parts and delicate jewellery. It therefore includes a correspondingly wide range of skills,

processes and tools. Metalworking is a science, art, hobby, industry and trade. Modern metalworking

processes, though diverse and specialized, can be categorized as forming, cutting, or joining

processes. Today's machine shop includes a number of machine tools capable of creating a precise,

useful work piece.

2.2 Topics to be studied in Mechanical Technology

1. Safety and first aid – Occupational Health and Safety (OHS)

2. Graphics Communication (Engineering Graphics and Design) (rough sketches, simple

drawing ISO and orthographic)

3. Tools and equipment (hand, power and machine)

4. Entrepreneurship

5. Materials – ferrous and non-ferrous materials

6. Joining methods – permanent and semi-permanent.

7. Terminology (operations/procedures and equipment).

8. Maintenance (operations/procedures and equipment).

9. Body Works (operations/procedures and equipment).

2.3 Specific Aims:

The learner is able to:

1. Adhere to and identify safe working practices and demonstrate safe working conditions daily,

also adopting proper safety and first aid procedures.

2. Demonstrate knowledge of the Mechanical industry and its productivity requirements, by

applying appropriate work-procedures.

3. Understand and interpreting work instructions and drawings for the completion of projects.

4. Apply Mechanical Technology, techniques, processes and skills, as applied in the fabrication

and Mechanical industry, using appropriate tools and measuring equipment.

5. Identify Ferrous & Non-Ferrous metals, Alloys and Plastics with their differences, applications

and uses.

6. Demonstrate the joining methods processes:

7. Use vehicle lifting equipment

8. Identify and maintain (car) batteries

9. Lubrication machinery components

10. Explain fundamental machine technology

11. Remove and fit automotive components

12. Assemble Mechanical components

13. Carry out an automotive service

2.4 Requirements for Mechanical Technology as a subject

2.4.1: Time Allocation

The total number of hours allocated for the subject in a five-day cycle is 2 hours. Sufficient time must

be allocated in the school timetable for the practical work required to be done.

2.4.2 Resources

Human resources

Mechanical Technology requires a trained subject specialist (should be a person that has at least 5

years’ industry experience). It is preferred that the Educator offering Mechanical Technology is an

artisan, technician, technical educator that has been in the Mechanical industry.

Mechanical Technology Educators are required to:

Teach the subject content with confidence, professionalism and in a relaxed firm manner.

Plan and execute Theory and Practical lessons/work/demonstrations in a manner that would

be suitable for the learners.

Provide workshop that is properly equipped, clean and safe and first aid friendly for learners.

Keep proper records of all learners and results from all SBA and PAT.

Implement innovative methods to keep learners interested in the subject.

Maintain and service the workshop, tools, and instruments as a whole.

Produce working PAT projects for learners one for every term and scale at the learners’

ability.

Educator must carry out SBA regularly, at the end of every term correct break down of

learner’s progress.

Learner Resources:

Each learner should be in possession of the following:

Workbooks

Overall

School Leather Shoes or safety shoes

2.4.3 Infrastructure, equipment and budget.

Schools must ensure that teachers have the necessary infra-structure, equipment and financial

resources for quality teaching and learning.

Infrastructure:

Mechanical Technology cannot be implemented in a school without an equipped workshop.

Electricity supply to the workshop is crucial, preferably a three phase, four-wire supply, but

at least single phase with a high current circuit breaker.

Lighting and ventilation is of extreme importance and a workshop should ideally have

multiple exits with doors that open outward.

Tools and equipment should have sufficient storage and well-secured storage

management system with an up to date inventory. Shelves should be clearly marked and

storage areas defined.

Good housekeeping principles require that all workshops be cleaned regularly. A suitable

waste removal system should be in place to accommodate refuse, off-cut materials as well

as chemical waste. The requirements of the Occupational Health and Safety (OHS) Act 85

of 1993 need to be complied with at all times.

Machinery on stands should be permanently affixed to the floor, with isolation switches for

the mains supply. All machines should have working machine guards.

Mechanical motors should ideally be painted bright orange. Specification plates should be

clearly legible.

The workshop must have a lockable mains distribution board. The workshop must be fitted

with an emergency cut of switch/s which is/are easily accessible at all times. The red,

mushroom type, emergency switch should preferably be lockable to prevent accidental re-

connection with mains in the case of it being activated.

Safety rules must be displayed on posters in the workshop.

Finances:

Budget and inventory

A budget must be allocated for the subject. The amount will be determined by the number of learners

taking the subject across all the years and the nature of the practical work required as stipulated in

the curriculum. The budget needs to be revised annually and must consider all resources needed

per year. The funding must make provision for maintenance of equipment and the replacement over

the years.

Resourcing could be sub-divided into the following categories:

Safety Equipment

Tools and Equipment

Consumable Materials

Practical Assessment Task Resources (PAT)

Teaching and Learning Support Material

Maintenance

A stock inventory must be quarterly maintained by the teacher and verified annually by a Senior

Management Team member.

2.5 Career opportunities

Career and occupational opportunities for learners with a foundation in Mechanical Technology

include but is not limited to:

Fitter

Machinist

Gunsmith

Motor mechanic

Diesel mechanic

Motorbike mechanic

Farm mechanic

Technician

Instrument specialist

Vehicle designer

Auto electrician

Specialized engine tuner and

diagnostic analyst

Suspension builder

Blacksmith

Jeweller

Rigger

Welder

Boilermaker

Panel beater

Exhaust fitter

Brake and clutch fitter and machinist

Upholsterer

Draughtsman

Toolmaker

Automotive machinist and fitter

Engine rebuilder

Transmission machinist

Roof truss developer

Technical teacher

Lecturer

Technical trainer etc.

.

SECTION 3

OVERVIEW OF TOPICS PER TERM AND ANNUAL TEACHING PLANS

3.1 Content overview

TOPIC Grade 8 Grade 9

1. Safety:

o Definition of an accident o Causes of Accidents o Identify and respond to unsafe

or potentially unsafe conditions or acts

o Personal safety equipment and performing housekeeping duties

o Purpose of demarcated areas, emergency stops and first aid stations

o Explain what HIV/AIDS is, and how to manage the accident scene.

o Fire- fighting. o Identify and respond to

unsafe or potentially unsafe conditions or acts

o Explain the rights and responsibilities of workers with HIV/AIDS

2. Graphics Communication

Introduction of Graphics Communication

What is Graphics Communication?

The purpose of Graphics Communication

General drawing principles

Safety precautions when using drawing instruments

Correct use and care of drawing instruments

Free hand sketches Types of lines Lines(SANS110

guidelines) Dimensions, lettering and

border Freehand drawing Scale drawing 1:1 and 1:2 o Pictorial Drawings

Demonstrate and apply all aspects of drawing.

Revision of Grade 8 work

Free-hand drawings Geometrical drawings Isometric and

Orthographic drawings

3. Use and Care of

Tools:

o Identify hand tools, and their uses (THEORY)

o Select and use hand tools (PRACTICAL APPLICATION)

o Discuss basic units of measurement and symbols (THEORY)

o Selecting and use of measuring equipment (PRACTICAL APPLICATION)

o Recognise and report any damage to any tool

o Care and maintenance of hand tools

o Work safely with due care for self, fellow worker and equipment

o Care and maintenance of measuring equipment Recognise, and report wear or damage to measuring equipment

o Power supply and connection to equipment

o Identify different lifting equipment used in the Automotive workshop i.e. hydraulic trolley jack, bottle jack, scissor jack

o Safety involved when using lifting equipment i.e. chock blocks, jacking points on the vehicle, trestles and creepers

o Recognise and report any damage to any power tool

o Select and use power tools o Care and maintenance of

power tools o Discuss operation,

functions and components of the lifting equipment

o Carry out precautionary measures before operating the lifting equipment

o Use lifting equipment to change a wheel of a vehicle.

4. Entrepreneurship What is entrepreneurship

Who is an entrepreneurship

Type of entrepreneurship

Small Business entrepreneurship

Scalable start-up entrepreneurship

Large company entrepreneurship

Social entrepreneurship

What is entrepreneurship

Who is an entrepreneurship


Small Business entrepreneurship

Scalable start-up entrepreneurship

Large company entrepreneurship


Why is entrepreneurship

important?

What factors affect

entrepreneurship?

Business Plan

5. Materials o Introduction and classification

of materials into:

Ferrous metals

Non-ferrous metals

o Classification and application of materials:

Ferrous Alloys

Non-ferrous Alloys

Plastics

Alloys

6. Joining Methods

Differentiate between

permanent and semi-

permanent joining methods

Apply procedures of semi-

permanent joining processes

Bolt and nuts

o pop riveting

Apply procedures of semi-

permanent joining processes

Demonstrate joining process

Apply permanent joining

method

o Soldering o Arc welding

Demonstrate cutting

procedures

Screw cutting (Tap and Die ONLY)

ISO metric

Bolt and nuts

Screws

Keys and keyways

Introduce the different methods of screw cutting internally and externally

7. Terminology Identify the different machines

used in the Fitting and

Machining Workshop and their

uses.

o Centre Lathe

o Milling Machine

Operations that can be done on a

centre lathe (Boring, Facing,

Drilling, Taper turning, Screw

cutting, Taper Cutting, turning,

Knurling, Parting, Chamfering)

Engines o TDC o BDC o Stroke o Bore

Fundamentals engine technology: o FOUR (4) Stroke (Petrol)

Engine

o Operation:

Intake

Compression

Power

Exhaust

Identify the different

components of the

machines used in the

Fitting and Machining

Workshop

Centre Lathe (Tail stock.

Chuck, Chuck key, Tool

post. Lead screw,

Compound slide, cross

slide and Head stock)

Milling Machine (Table,

Motor Levers, Switches,

Spindle, Stand)

Surface grinder (Table,

Base, Feed lever, Grinding

wheel, Switches)

Operations that can be done on

a milling machine (Boring,

Drilling, Indexing, Gear cutting,

Key ways, Splines)

Terminology:

o Engine designs

o Function of engine

systems

FOUR (4) Stroke (Petrol) –

1 cylinder

o Comparison of the two engines

o Inspect parts

8. Maintenance:

o Definition of Lubrication

o Different types of Lubricants

o Different types of Lubrication

o Plan and prepare to inspect

lubricate machines and

equipment

o Drain, refill or top up fluids

and lubricants

o Inspect for leaks and

defects

o Correct handling of

lubricants

o Correct storage of

lubricants

o Remove and install battery

in vehicle

o Remove and replace battery terminals and cables

9. Body Works

REPAIR DIFFERENT

COIN SIZE DENT ON

FERROUS BODY SHELL

WHILE APPLYING

SAFETY RULES.

Practical demonstration.

Repair a coin size dent on

a body panel.

Tools

Identify and assess the

damage

Select appropriate tools to

be used for repairs.

Planishing hammer

Cross-Pane and Finishing

hammer

Curved Pane and

Finishing hammer

Pick Finishing hammer

General Purpose Dolly

Heel Dolly

Toe dolly

Curved Dolly

Beating File

Adjustable body file

Orbital sander

Steal brush

Practical task.

Repair a coin size dent on

a body panel.

Tools


damage

Select appropriate tools to

be used for repairs.

PERFORM SURFACE

PREPARATION ON A BODY

PANEL GRIND AND

FEATHER EDGING

OPERATIONS

Identify the type of panel and

name the material it is made

from.


body panel to be

repaired.

Practical demonstration

Wash panels in

accordance with the

workshop procedures.

Grind and feather

edging operations.

Tools;

Electric disc sander/ Air

driven disc sander

Orbital sand

Sanding blocks

Material/Abrasives:

P150 Hook it disc

P80 sand paper

P180 Sand paper

Planishing hammer

Cross-Pane and Finishing

hammer

Curved Pane and

Finishing hammer



Heel Dolly

Toe dolly

Curved Dolly

Beating File


Orbital sander

Steal brush

Assess the repaired work.

Clean the work area and

clean and store the tools and

equipment.

PERFORM SURFACE PREPARATION ON A BODY PANEL

Practical demonstrations.


damage on the panel.

Clean panels in

accordance with the


Apply spot putty if needed

accordance with job

requirement

Select the appropriate

sand paper (Wet or Dry).

Demonstrate and perform

the sanding operation in

according with the job

requirement.

Clean and store tools,

equipment and material in

Prepsol

Metal cleaner

Practical task

Wash panels in

accordance with the


Grind and feather

edging operations.

Tools;

Electric disc sander/ Air

driven disc sander

Orbital sand

Sanding blocks

Material/Abrasives:

P150 Hook it disc

P80 sand paper

P180 Sand paper

Prepsol

Metal cleaner

Body Filler

Spot putty

Rags

Prepsol

Metal cleaner

IDENTIFY THE VARIOUS TYPES OF PRIMERS.


Identify and explain the

use of the primer

Masking of panel that

need to be primed

Demonstrate the

correct use of Primers

accordance with workshop

procedures.

Practical task.

Clean body panels using

water.

Select the appropriate

sand paper (Wet or Dry).

Apply spot putty if needed

accordance with job

requirement

Demonstrate and perform

the sanding operation in

according with the job

requirement.

Assess and inspect the

sanding and masking

procedures

Clean and store tools, equipment

and material in

accordance with workshop

procedures.

in accordance to

manufactures manuals

Practical task

Identify and explain the

use of the primer

Masking of panel that

need to be primed

Demonstrate the

correct use of Primers

in accordance to

manufactures manuals

Clean and store tools,

equipment and material

in accordance with


3.2 CONTENT OUTLINE PER TERM

GRADE 8 TERM 1

WEEKS TOPIC CONTENT

3 WEEKS SAFETY Mechanical Technology Workshop orientation:

Purpose of demarcated areas, emergency stops

and first aid stations.

Safety signs

Ventilation

Lighting

Electricity supply

o Workshop rules and procedures

o Definition of Accident o Causes of Accidents o Identify Unsafe Acts and Unsafe Conditions o Good housekeeping o Personal Protective Equipment

Eye and ear protection Head protection Safety boots/shoes Protective clothing

First Aid- Understand and deal with HIV / AIDS:

o What is HIV/AIDS and infectious deceases

Causes of HIV/AIDS o Describe AIDS and HIV as infectious diseases o Know the danger of HIV and AIDS and how it is

transmitted

Basic First Aid – incident management – CPR

o Define first aid o Basic first aid kit content o Types of injuries

Cuts Burns Fractures MECHANICAL shock Trauma (Shock)

Practical Skill – :

Basic First Aid

- Demonstrate application of basic first aid.

o Stop bleeding

Bandaging the wound

2 WEEKS GRAPHICS COMMUNICATION

Introduction of Graphics Communication

What is Graphics Communication? The purpose of Graphics Communication General drawing principles

Safety precautions when using drawing instruments

Correct use and care of drawing instruments Free hand sketches Types of lines Lines(SANS110 guidelines) Dimensions, lettering and border Freehand drawing Scale drawing 1:1 and 1:2 Pictorial Drawings

3 WEEKS TOOLS, INSTRUMENTS AND EQUIPMENT

Purpose, use and care of Tools, Instruments and Equipment:

Hand tools: o Identify, use and care (and storage) of hand tools

–

o spanners; o pliers; o screwdrivers; o hammers o cutting tools o Wire brush o Clamping tools o marking off tools o rivet gun/ rivet set snap o Workbench

Power Tools o Portable Hand Drill

Measuring instruments:

o Identify, use and care:

o Measuring tape

o Steel rule

o Vernier caliper

o Outside caliper

o Outside micrometer

o Identify the different lifting equipment used in the Mechanical Technology workshop i.e. trolley jack, bottle jack and scissor jack. Machine Equipment

o Identify and uses of the different machines used in

the Mechanical Technology Workshop:

Bench grinder

1 WEEK ENTREPRENEURSHIP What is entrepreneurship

Who is an entrepreneur?


Small Business entrepreneurship Scalable start-up entrepreneurship Large company entrepreneurship


1 WEEK REVISION AND PRACTICALS

Formal Assessment The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The assessment will consist of Practical Task/s with a

60% weighting and a Theory test with a 40% weighting.

Revision and Assessment

Assignment = 50 Marks :40 %

Practical =50 Marks:60%

Time: 1 hour

Assignment to cover all work done in term 1

TERM 2

HOURS

TOPIC

CONTENT

2 WEEKS

MATERIALS

Introduction and classification of:

Ferrous metals

Non-ferrous metals

Sheet metals

o Cold rolled sheets

o Galvanising sheets

o Expanded metals

2 WEEKS JOINING METHODS

Semi-permanent joining methods

Apply procedures of basic Semi-permanent joining

processes

o Bolt and nuts

o Pop riveting

o Screws

o Keys and keyways

4 WEEKS

TERMINOLOGY Introduction of Machines

o Centre Lathe

o Milling Machine

Engine components Crankshaft Connecting rods Cylinder block Combustion chamber Inlet valve Cam Camshaft Spark plug Valve spring Exhaust valve Cylinder head Water jacket Piston Crankcase

Engines o TDC o BDC o Stroke o Bore

Fundamentals engine technology:

o FOUR (4) Stroke (Petrol) Engine

o Operation:

Intake

Compression

Power

Exhaust Practical Skill – Use of an engine for learners to identify and explain the purpose of components

Formal Assessment

The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The assessment will consist of Practical Task/s with a 60% weighting and a Theory test with a 40% weighting.

2 WEEKS Activity

Theory 40%

Practical 60%

PRACTICAL

Use marking off tools to make a product whereby semi-permanent joining methods must be used by using pop-rivets, bolts and nuts.

Revision and

Examinations

Exam= 80 marks= 40%

Practical=50 marks =60%

Examination to cover all work done in term 1and term2

Time: 1 hour 30 minutes

TERM 3

HOURS

TOPIC

CONTENT

3 WEEKS MAINTENANCE Lubrication: o Identify lubricant for different components. o Characteristics of a lubricant. o Importance of using the lubricants o Lubrication of machines and equipment. o Inspection frequency o Use and care of appropriate tools and equipment

Automotive batteries: Lead Acid Storage Type (out of vehicle):

o Use of personal protective equipment (PPE) when handling batteries.

Practical Skill – Demonstration:

Adherence to the SHE procedures

Basic visual inspection

4 WEEKS BODY WORKS

PANEL BEATING

REPAIR DIFFERENT COIN SIZE DENT ON FERROUS BODY SHELL WHILE APPLYING SAFETY RULES.

Practical demonstration.

Repair a coin size dent on a body panel.

Tools

Identify and assess the damage

Select appropriate tools to be used for repairs.

Planishing hammer

Cross-Pane and Finishing hammer

Curved Pane and Finishing hammer



Heel Dolly

Toe dolly

Curved Dolly

Beating File


Orbital sander

Steal brush

Practical task.

Repair a coin size dent on a body panel.

Tools

Identify and assess the damage

Select appropriate tools to be used for repairs.

Planishing hammer

Cross-Pane and Finishing hammer

Curved Pane and Finishing hammer



Heel Dolly

Toe dolly

Curved Dolly

Beating File


Orbital sander

Steal brush

Assess the repaired work.

Clean the work area and clean and store the tools and

equipment.

SURFACE PREPARATION

FOR SPRAY PAINTING


Practical demonstrations.

Identify and assess the damage on the panel.

Clean panels in accordance with the workshop

procedures.

Apply spot putty if needed accordance with job

requirement

Select the appropriate sand paper (Wet or Dry).

Demonstrate and perform the sanding operation in

according with the job requirement.

Clean and store tools, equipment and material in

accordance with workshop procedures.

Practical task.

Clean body panels using water.

Select the appropriate sand paper (Wet or Dry).

Apply spot putty if needed accordance with job

requirement

Demonstrate and perform the sanding operation in

according with the job requirement.

Assess and inspect the sanding and masking

procedures

Clean and store tools, equipment and material in

accordance with workshop procedures.

6 HRS Formal Assessment

The weeks allocated for formal assessment are

integrated across the weeks planned for teaching and

learning. The assessment will consist of Practical Task/s

with a 60% weighting and a Theory test with a 40%

weighting.

Revision and Assement

Test = 50 Marks :40 %


Time: 1 hour

Test to cover all work done in term 3

TERM 4

WEEKS TOPIC CONTENT

4 WEEKS REVISION AND PRACTICALS

1 WEEK

GRADE 9

TERM 1

WEEKS TOPIC CONTENT

3 WEEKS SAFETY General Safety rules

Accidents

o Safe and unsafe conditions or acts o Use personal protective equipment

(PPE) o Good housekeeping o Workshop layout o Demarcated areas, emergency stops,

exits and first aid stations o Safety signs

Fire prevention and protection o Elements of fire o Classification of fires o Causes of fires o Types of fire fighting equipment

o Basic First Aid – response and incident

management

Practical Skill –

How to treat a fractured arm using first

aid

How to treat a patient in shock.

2 WEEKS GRAPHICS

COMMUNICATION

Demonstrate and apply all aspects of drawing.

Revision of Grade 8 work

Free-hand drawings

Geometrical drawings

Isometric and Orthographic drawings

3 WEEKS TOOLS, INSTRUMENTS AND EQUIPMENTS

Classification and application of

Hand tools

o Screw drivers o Spanners o Pliers o Cutting tools o Marking off tools o Hammers

Classification and application of

measuring equipment:

o Vernier calliper

o inside micro-meter and

o outside micro-meter

o Combination set

o Square

o Pitch gauge

Care and use of vehicle lifting equipment:

o Vehicle hoist o Trolley jack o Trestles

Identify, use and care of power tools:

o Drill press o Bench grinder

Practical Skill – Removing and fitting of a vehicle wheel

1 WEEK ENTREPRENEURSHIP What is entrepreneurship

Who is an entrepreneur?


Small Business entrepreneurship Scalable start-up entrepreneurship Large company entrepreneurship Social entrepreneurship

Why is entrepreneurship important?

What factors affect entrepreneurship?

Business Plan

1HR Formal Assessment The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning.

The assessment will consist of Practical Task/s with a 60% weighting and a Theory test with a 40% weighting.


Assignment = 50 Marks :40 %


Time: 1 hour

Assignment to cover all work done in term 1

TERM 2

WEEKS

TOPIC CONTENT

2 WEEKS MATERIALS

Classification and application of materials:

Alloys o Ferrous Alloys

o Non-Ferrous Alloys

Sheet metals

o Cold rolled sheets

o Galvanising sheets

o Expanded metals

Plastics

Practical Skill – Classification of plastics (chart with samples)

2 WEEKS JOINING METHODS

Riveting - theory and applications

Soldering theory and applications on

o Butt joint

o Lap joint

Arc welding theory only

o Identification of components (Welding machine)

o Identification of the following welding joints and

symbols

Lap joint

Butt joint

Robotic welding(introduction)

PRACTICAL APPLICATION Learners to be exposed to the practical

application of soldering.

4 WEEKS TERMINOLOGY Identify the different components of the machines used

in the Mechanical Technology Workshop

o Centre lathe: Identification and purpose of

components

o Milling Machine (Table, Motor Levers, Switches,

Spindle, Stand)

o Surface grinder (Table, Base, Feed lever, Grinding

wheel, Switches)

o Bench grinder (Tool rest, safety shield, Grinding

Wheel, Safety guards, Switches)

o Pedestal Drill press (Levers, Base, Table, Depth

gauge, Column, Motor, Chuck, Spindle and Safety

Guards)

Operations that can be done on a milling machine (Boring, Drilling, Indexing, Gear cutting, Key ways, Splines)

Fundamentals engine technology:

o TWO (2) Stroke (Petrol) – 1 cylinder

Identify the parts of a single cylinder two-stroke petrol engine: o Engine parts and function in accordance with design

criteria.

Operations of the TWO-stroke single cylinder petrol engine: o Intake / Compression o Power / Exhaust

o Comparison of the TWO engines – TWO and FOUR

stroke engines

Practical Skills – Team investigation/ presentation and

presentation on “comparison of a 2 and 4 stroke engine

Terminology and concepts, images of different engine designs. Posters depicting, valves and camshaft layouts like side valve, overhead valve, single overhead cam, double overhead cam, multivalve and cross flow engines.

Multi-media and videos

Two- and four-stroke engines for demonstrations

Consumables

PPE

Worksheets and notes


Practical =50 marks =60%

Mid-year Examination =80 marks = 40%

TERM 3

WEEKS TOPIC CONTENT

3 WEEKS MAINTENANCE Lubrication service: o Lubrication of machines and equipment. o Inspection frequency o Correct handling of lubricants o Correct storage of lubricants o Use of owner’s manual for frequencies

Liquids: o Inspection and top up fluids o Inspect for defects

Batteries: (Lead, Acid Storage and Gel type batteries) –

o Handling and care. o Identifying correct size and type for application.

Machine Maintenance: o Importance of regular o Different replaceable components during a service.

Practical Skill – Demonstration:

Adherence to the OHSA procedures

Fluid (Oil, coolant and hydraulic fluid) inspections

WEEKS TOPIC CONTENT

5 WEEKS BODY WORKS

GRIND AND FEATHER EDGING


GRIND AND FEATHER EDGING OPERATIONS

Identify the type of panel and name the material it is made from.

Identify and assess the body panel to be repaired.


Wash panels in accordance with the workshop

procedures.

Grind and feather edging operations.

Tools;

Electric disc sander/ Air driven disc sander

Orbital sand

Sanding blocks

Material/Abrasives:

P150 Hook it disc

P80 sand paper

P180 Sand paper

Prepsol

Metal cleaner

Practical task

Wash panels in accordance with the workshop

procedures.

Grind and feather edging operations.

Tools;

Electric disc sander/ Air driven disc sander

Orbital sand

Sanding blocks

Material/Abrasives:

P150 Hook it disc

P80 sand paper

P180 Sand paper

Prepsol

Metal cleaner

Body Filler

Spot putty

Rags

Prepsol

Metal cleaner

PRIMER FOR SPRAY PAINTING

IDENTIFY THE VARIOUS TYPES OF PRIMERS.


Identify and explain the use of the primer

Masking of panel that need to be primed

Demonstrate the correct use of Primers in accordance

to manufactures manuals

Practical task

Identify and explain the use of the primer

Masking of panel that need to be primed

Demonstrate the correct use of Primers in accordance

to manufactures manuals

Clean and store tools, equipment and material in accordance

with workshop procedures.

Term Term3 Test = 50marks =40%

Practical formal Assessment =50 Marks , 60%

TERM 4

HOURS TOPIC CONTENT

8 HRS REVISION AND PRACTICALS

TERM 1-3 WORK

2HRS Formal Assessment - EXAMINATION

SECTION 4

4.1 INTRODUCTION

Assessment is a continuous, planned process of identifying, gathering and interpreting information

about the performance of learners, using various forms of assessment. It involves four steps:

generating and collecting evidence of achievement; evaluating this evidence; recording the findings

and using this information to understand and thereby assist the learner’s development in order to

improve the process of learning and teaching.

Assessment should be both informal (Assessment for Learning) and formal (Assessment of

Learning). In both cases regular feedback should be provided to learners to enhance the learning

experience.

Assessment in Electrical Technology measures skills proficiency and knowledge in a range of

learning required to work. This capability requires an understanding of the concepts and terminology

as well interpretation of circuit diagrams.

4.2 INFORMAL OR DAILY ASSESSMENT

Assessment for learning has the purpose of continuously collecting information about learner

performance, that can be used to improve their learning.

Self-assessment and peer assessment actively allow learners to assess themselves. This is

important as it allows learners to learn from, and reflect on their own performance. The results of the

informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The

results of daily assessment tasks are not taken into account for promotion purposes.

4.3 FORMAL ASSESSMENT

All assessment tasks that make up a formal programme of assessment for the year are regarded as

Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for

progression and certification purposes. All Formal Assessment tasks are subject to moderation for

the purpose of quality assurance and to ensure that appropriate standards are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are

progressing in a grade and in a particular subject. Examples of formal assessments include tests,

examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc.

Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade

and subject.

Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade

and subject, are school-based and are weighted as follows for the different grades:

Grades Formal

School Based

Assessments

End-of-year Examinations

R -3 100% -

4 - 6 75% 25%

7 – 9: Academic stream

40%

External examination 60%

8: Occupational/Vocational stream

60%

Internal Examination 40%

9: Occupational/Vocational stream

External Examination 40%

10 and 11

25% including a mid-

year examination

External examination: 75%

12

25% including mid-

year and trial

examinations

External examination: 75%

The cognitive demands in assessment should be appropriate for the age and developmental level of

the learners in the grade. Assessment in Electrical Technology must cater for a range of cognitive

levels and abilities of learners. The assessment tasks should be carefully designed to cover the

content of the subject as well as the range of skills and the cognitive levels that have been identified

in the specific aims. The design of assessments should therefore ensure that a full range of content

and skills are assessed within each Grade in the Phase. The specific aims, topics, content and range

of skills in the subject should be used to inform the planning and development of assessments.

Formal assessments must cater for a range of cognitive levels and abilities of learners, as shown

below:

Cognitive Levels Percentage of task

Low Order 50%

Medium Order 30%

High Order 20%

4.4 Programme of Assessment in Grades 8 and 9

Table below compilation of the school-based assessment in grade 8:

Grade 8

Description Time Frame Weighting of Final

Mark

Mark

Allocation

Assignment

Term 1

4% 50

Practical 8% 50

June Examination

Term 2

8% 80

Practical 8% 50

Test

Term 3

4% 50

Practical 8% 50

Internal Examination

Term 4

60%

120

Grade 8

Formal School-Based Assessments

Final End-of-

Year

Assessments

Term 1 Term 2 Term 3 Term 4

Assignment (theory)

40%

June Examination

40%

Test

40%

Examination

100%

Practical Task

60%

Practical Task

60%

Practical Task

60%

Term Report 100% 100% 100%

End of Year School Based Assessment (SBA)

= 60%

Examination

= 40%

Promotion

/Progression

SBA + Year End (Internal) Examination = Promotion

60% + 40% = 100%


Grade 9

Description Time Frame Weighting of Final

Mark

Mark

Allocation

Assignment

Term 1

4% 50

Practical 8% 50

June Examination

Term 2

8% 80

Practical 8% 50

Test

Term 3

4% 50

Practical 8% 50

External

Examination

Term 4

60%

120

Grade 9

Formal School-Based Assessments

Final End-of-

Year

Assessments

Term 1 Term 2 Term 3 Term 4

Assignment (theory)

60%

June Examinations

60%

Test

60%

External

Examinations

100%

Practical Task

40%

Practical Task

40%

Practical Task

40%

Term Report 100% 100% 100%

End of Year School Based Assessment (SBA)

= 60%

External

Examinations

= 40%

Promotion

/Progression

SBA + External Examinations = Promotion/ Progression

60% + 40% = 100%


Grade 9

Description Time Frame Weighting of Final Mark

Mark Allocation

Assignment

Term 1

4% 50

Practical 8% 50

June Examination

Term 2

8% 80

Practical 8% 50

Test

Term 3

4% 50

Practical 8% 50

External Examination

Term 4

60%

120

In grade 9 the focus shifts to the different pathways. Learners must consolidate required skills for

the qualification. Learners develop independent mastery of skills.

Assignment

An assignment is a short task of 1 hour and includes activities such as translation activities, analysis

and interpretations of data, Research, Case study, Calculations and drawings and justifying of

conclusions. It could further include an activity that the learners do that simulates an Electrical activity

or action. This could include the building of models, computer simulations, planning documents, data

gathered from experiments, etc. That are based on a specific technological activity. It should cover

all term1 with a mark allocation of 50 marks. The forms of assessment used should be age and

developmental level appropriate. The design of these tasks should cover the content and context of

the subject and include a variety of tasks designed to achieve the objectives of the subject.

Test

A test for formal Assessment should not comprise of a series of small tests be made up of several

smaller tests. A test should cover term 1 content and should be set for 60 minutes with a mark

allocation of 50 marks (Allocate1mark per fact). The test must cater for a range of cognitive levels.

The design of the task should cover the content and context

Examination

Each examination must cater for a range of cognitive levels. For Grades 8 and 9, the 1-hour Mid-year(June) examination in Electrical Technology comprises (80 marks) The midyear examination should cover term 1 and term 2 content. For Grades 8 and 9, the 1 hour 30 minutes’ final examination in Electrical Technology comprises (120 marks). The final examination should cover all term 1to term 4 content in Grade 8 and 9. The assignment, term3 test and the mid-year examination and final examination question papers are set by the teacher. The question papers must be moderated by the head of department at the school and approved by the district curriculum advisors / facilitator. This is done to ensure that the prescribed weightings are adhered to by the teacher. The end of the year examination for grade 9 question paper will bet externally set.In the Grade 9 examination only Grade 9 content will be assessed. However, prior knowledge from Grade8 may be necessary to interpret and answer some of the questions.

4.3.3. Test weighting in Mechanical Technology

Term 3 test (50 Marks)

Topic

Grade 8 Grade 9

Percentage Marks

+/- 3marks

Percentage Marks

+/- 3marks

Maintenance 24% 12 24% 12

Body works 38% 19 38% 19

7.5% 19 7.5% 19

50 50

4.3.4. Exam weighting in Mechanical Technology

June Examination (80 Marks)

Topic

Grade 8 Grade 9

Percentage Marks

+/- 3marks

Percentage Marks

+/- 3marks

Section A (Generic)

Safety 12.5% 10 12.5% 10

Graphics Communication 12.5% 10 12.5% 10

Tools and Equipment 15% 12 15% 12

Entrepreneurship 7.5% 6 7.5% 6

Section B (Subject Specific)

Materials 7.5% 6 7.5% 6

Joining Methods 10% 8 10% 8

Terminology 35% 28 35% 28

Total 100% 80 100% 80

November Examination (120 Marks)

Topic

Grade 8 Grade 9

Percentage Marks

+/- 3marks

Percentage Marks

+/- 3marks

Safety 5.8% 7 5.8% 7

Graphics Communication 5.8% 7 5.8% 7

Tools 3.3% 4 3.3% 4

Entrepreneurship 8.3% 10 8.3% 10

Section B (Subject Specific)

Materials 3.3% 4 3.3% 4

Joining Methods 8.5% 10 8.5% 10

Terminology 30% 36 30% 36

Maintenance 20% 24 20% 24

Body Works 15% 18 15% 18

TOTAL 100% 120 100% 120

.4.4. Clarification on theory assessment periods

Grade 8:

Term 1 theory assessment (an assignment) should cover term 1content only

Term 2 theory assessment (Mid-year Examinations) should cover term 1 and term2content only.

Term 3 theory assessment(Test) should cover term 3 content only

Term 4 theory assessment should cover terms 1,2,3 and 4 (Internal Examination) Grade 9:

Term 1 theory assessment (an assignment) should cover term 1content only

Term 2 theory assessment (Mid-year Examinations) should cover term 1 and term2 content only.

Term 3 theory assessment(Test) should cover term 3 content only

Term 4 theory assessment should cover terms 1,2,3 and 4 (External Examination)

4.5 RECORDING AND REPORTING

Recording is a process in which the teacher documents the level of a learner’s performance in a

specific assessment task. It indicates learner progress towards the achievement of the knowledge

as prescribed in the Curriculum and Assessment Policy Statements. Records of learner performance

should provide evidence of the learner’s conceptual progression within a grade and her/his readiness

to progress or promote to the next grade. Records of learner performance should also be used to

verify the progress made by teachers and learners in the teaching and learning process.

Reporting is a process of communicating learner performance to learners, parents, schools, and

other stakeholders. Learner performance can be reported in a number of ways. These include report

cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters,

class or school newsletters, etc. Teachers in all grades report in percentages against the subject.

Seven levels of competence have been described for each subject listed for Grades R - 12. The

various achievement levels and their corresponding percentage bands are as shown in the Table

below.

Codes and Percentages for Recording and Reporting

Rating code Description of competence Percentage

7 Outstanding achievement 80 - 100

6 Meritorious achievement 70 - 79

5 Substantial achievement 60 - 69

4 Adequate achievement 50 - 59

3 Moderate achievement 40 - 49

2 Elementary achievement 30 - 39

1 Not achieved 0 - 29

Note: The seven-point scale should have clear descriptors that give detailed information for each

level.

Teachers will record actual marks against the task by using a record sheet; and report percentages

against the subject on the learners’ report cards.

4.6 MODERATION OF ASSESSMENT

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.

Moderation should be implemented at school, district, provincial and national levels. Comprehensive

and appropriate moderation practices must be in place for the quality assurance of all subject

assessments.

Formal assessment (SBA)

Moderation of written tests and examinations will be conducted by the curriculum advisors / facilitator or a peer teacher. Grade 8and 9 tasks are internally moderated except for the PAT that is externally moderated. The curriculum advisors/ facilitator must moderate a sample of these tasks during school visits to verify the standard of the internal moderation. Moderation of written tests constitutes a re-mark of the learner’s work to ensure assessment by the teacher is correct. Moderation should be done on three tiers: school, district and province. School-based moderation requires the HOD to check / control the following: Learner compliance •(a)Work done by learners complies with the following requirements: ELECTRICA • Classwork, Homework must reflect the textbook page reflecting a textbook page and exercise reference • Learner scripts are required to show scrutiny and interaction from the teacher in red pen • All teacher actions / interventions in the script must be dated • Learners are required to mark all self-assessments in pencil and all corrections to be shown in pencil. 4.9 Practical Assessment Task (PAT) The Department of Basic Education issues a Practical Assessment Task for Grade 9 every year. The format of the Grade 9 PAT is duplicated for Grade 8 In all grades each learner must do a Practical Assessment Task for the year Grades 8 Teachers will set and assess the Practical Assessment Task and it will be moderated externally by the curriculum advisors/ facilitator. Grade 9: The practical assessment tasks for Grade 9 will be assessed by the teacher and will be externally moderated by the provincial curriculum advisors/ facilitator. The date for the external moderation will be decided by the province in which the school is situated. The provincial education departments or schools may not change or use the task of the previous year. Provisioning of the resources for the Practical Assessment Task is the responsibility of the school and schools should ensure that adequate time and funding is allocated for the completion of the Practical Assessment Task. Practical sessions should be scheduled in such a way that learners have enough time to practise skills needed for the completion of the PAT. Weekly practice sessions are necessary for the learner to hone the needed skills. The ratio of learners per teacher for all practical work is 1 teacher per 15 learners or part thereof. For groups exceeding15, this means that multiple teachers would be required inside the workshop while practical work is being conducted. Alternatively, groups should be split into numbers below 15 to ensure that a ratio of 1:15 is not exceeded at any time. The motivation for smaller groups lies in the differentiation and mentoring of technical skills that require one on one contact between

teacher and learner. The safety of learners is paramount and smaller groups would ensure compliance with the OHS Act 87 of 1993. NB: The completed PAT project will be made up from different phases and tasks. Although the final PAT product only needs to be completed in the third term, learners should start working on phase 4 from the first term in order to avoid running out of time to complete the PAT. Although the final PAT product only needs to be completed in the third term, learners should start working from the first term in order to avoid running out of time to complete the PAT. 4.7 Progression / Promotion A learner needs to achieve at least 30% of the final mark to pass Mechanical Technology. 4.8 General This document should be read in conjunction with: 4.11.1 National policy pertaining to the programme and promotion requirements of the National Curriculum Statements Grades R – 12; and 4.9 The policy document, National protocol for Assessment Grades R – 12.

grade 8 & 9 mechanical technology

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